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Seeing and discovering: how do student designers reinterpret sketches and digital marks during graphic design ideation?

This paper provides original empirical evidence to demonstrate the different ways in which sketches and digital marks support creative cognition. It uses a novel experimental approach, based on extensive design transcripts, to highlight differences in reinterpretation activity (e.g. being able to see new marks in existing marks). It is significant for those in the design or computing industry or in education who are investigating how computers could be used to support reinterpretation. It also provides, for the first time to the authors knowledge, up-to-date compelling evidence to show the continued need for paper-usage in graphic ideation.